The role of emotions in learning has been the focus of much debate in teaching circles, as has the question of discussing controversial issues in the classroom. The aim of this small-scale inquiry was to investigate how two groups of intermediate level students of French as a foreign language expressed emotion in discussing the controversial issue…

The first years of teaching are often described as 'emotionally challenging' by English as a foreign language (EFL) teachers in secondary schools in France because their professional identity and skills are still under construction. How, then, can novice teachers (NTs) be supported during this process? The present study focuses on 14 NTs…

The idea that task-based learning can be facilitated through negotiated interaction has been a major object of research amongst scholars interested in task-based language teaching for at least 30 years. In this article, I focus largely on one particular type of negotiation--the negotiation of form (hereafter NoF). My purpose is not to cast doubt…

A drive for the development of European citizenship (EC) through Modern Foreign Language (MFL) teaching has existed for some time within the academic literature as well as policy institutions. Nevertheless, the views of MFL teachers on the role of MFL in developing EC have rarely been given a voice. This article presents the findings of a study…

In monolingual areas such as the southern Spanish Autonomous Community of Andalusia, the progressive introduction of Content and Language Integrated Learning (CLIL) programmes in a wide range of primary and secondary schools has probably produced the biggest turning point in Spain's modern educational history. CLIL is initially focused on…

Examines reasons for the failure of modern language teaching to fulfill its cultural aims and focuses on teaching methods, student assessment, course content, and teacher role. Conclusions are that teachers must be aware of the implications of different teaching strategies, their influence, and limitations. (17 references) (CK)

Argues that the cultural content of a course derives from official language policies and national educational ideology, and that cultural studies in the classroom center on a balanced relationship between foreign and native cultures and include the management of attitudes towards foreignness and the construction of a new perception of learners'…

Surveys United Kingdom local twinning links with the aim of obtaining a detailed picture of the extent and scope of twinning activity and its perceived benefits. Twinning can bring an increasing awareness to the public at large of the benefits and delights which can result from acquiring foreign language skills. (CK)

Describes a two-year Anglo-French pilot project undertaken to develop a systematic program of study for understanding foreign cultures while learning the language of that culture. The teachers participating in the project integrated the project material with their own syllabuses and used it to extend their language skills. (eight references) (CK)

The use of Computer-Mediated Communication (CMC) has been hailed as a solution to the problem of access to native speakers for language learners. This project was devised to investigate whether regular and structured use of email, here via a bulletin board, might enhance learners' study of French, with regard to developing learner autonomy and…